Two Quizzes (sections: 2-4 & 4,5,7)
Test (sections: 2-5,7)
Chapter 2
(sections 1.8,1,2,3,4)
(14 days)
A. midpoint, distance, slope
B. Graphing a line in slope intercept form, write the equation of a line using slope intercept and point forms, parallel and perpendicular lines
C. Triangles: sum of interior angles, exterior angles, remote exterior angle theorem, classify (acute, right, obtuse, equiangular, equilateral, isosceles, scalene)
D. Polygons: names of common polygons, convex, concave, sum of interior angles, sum of exterior angles, regular
E. Special Quadrilaterals: parallelogram, rhombus, rectangle, square, kite, trapezoid, isosceles trapezoid, right trapezoid
1. Is the student beginning to see the connections between algebra and geometry?
A. Can the student find the slope, midpoint and length of a segment?
B. Can the student identify parallel and perpendicular lines?
C. Can the student solve for a missing angle?
D. Can the student solve for a missing angle?
E1. Can the student identify parallel sides and congruent sides in a given quadrilateral?
E2. Can the student solve for missing angle measures?
E3. Can the student identify the name of a quadrilateral given certain criteria?
Two Quizzes (sections 1.8,3 & 1,2,4)
Test (sections: 1.8,1-4)
Chapter 3
(sections 1,2,3,5)
(9 days)
A. Reflections (over axes, vertical lines, and horizontal lines)
B. Translations
C. Rotations (around the origin and other points)
1. Is the student begging to see connections between geometry and the real world?
A1. Can the student reflect a figure over a vertical or horizontal line?
B1. Can the student translate a figure given a translation rule?
C1. Can the student rotate a figure around the origin or other points?
A-C1. Can the student recognize symmetry in figures
Three brief quizzes (one over each topic)
Test
Chapter 4
(sections 1,2,4,6,5.3,4.8)
(15 days)
A. conditional, hypothesis, conclusion, truth value, converse, biconditional
B. Isosceles Triangles: legs, base, vertex angle, base angles, isosceles triangle theorem, perpendicular bisector of the vertex angle is perpendicular to the base, converse of the isosceles triangle theorem, relationship between equiangular and equilateral
C. Triangle Midsegments: midsegment, triangle midsegment theorem,
D. Triangle Inequalities: triangle inequality theorem, relationship between side lengths and angle measures
E. Pythagorean Theorem: Pythagorean theorem, acute and obtuse triangle inequalities
F. median, altitude, angle bisector, perpendicular bisector
1. Is the student beginning to see concepts logically?
A1. Can the student identify and write a conditional, hypothesis, conclusion, truth value, converse, and biconditional?
B1. Can the student solve for missing angle measures?
C1. Can the student identify the length of a midsegment?
D1. Can the student tell if three sides form a triangle?
D2. Can the student name the angles in order from smallest to largest given side lengths?
D3. Can the student name the sides in order from smallest to largest given angle measures?
E1. Can the student find the missing side length of a right triangle?
E2. Can the student tell if the triangle is acute, right or obtuse given the side lengths?
F1. Can the student recognize or sketch a median, altitude, angle bisector, and perpendicular bisector?
Two Quizzes
Test
Chapter 5
(sections 1,2,3,4,5,6)
(16 days)
A. perimeter
B. Area: rectangles, parallelograms, triangles, trapezoids, regular polygons
C. special right triangles
D. circumference and arc length of a circle
E. area of circles, sectors, and segments of circles
1. Are students continuing to see the connections between geometry and the real world?
A. Can the student find the perimeter of a polygon?
B. Can the student find the area of a rectangle, parallelogram, triangle, trapezoid, and regular polygon?
C. Can the student find missing side lengths of a special right triangle?
D. Can the student find circumference and arc length of a circle?
E. Can the student find area of circles, sectors, and segments of circles?
Two quizzes
Test
Chapter 6
(sections 2,3,4,5,6,7)
(11 days)
A. Surface Area: prisms, cylinders, pyramids, cones, spheres
B. Volume: prisms, cylinders, pyramids, cones, spheres
1. Are students continuing to see the connections between geometry and the real world?
A. Can the student find the surface area of a prism, cylinder, pyramid, cone, and sphere?
B. Can the student find the volume of a prism, cylinder, pyramid, cone, and sphere?
C. Can the student find the surface area and volume of a composite figure
Two quizzes
Test
Chapter 7
(sections 1,2)
(11 days)
A. Parallel Lines: parallel lines, transversal, alternate interior angles, alternate exterior angles, same side interior angles, same side exterior angles, corresponding angles, vertical angles, linear pairs
B. Congruent and supplementary angles
1. Do students see the relationships created by parallel lines and how they are useful in the real world?
A1. Can students identify a pair of alternate interior angles, alternate exterior angles, same side interior angles, same side exterior angles, corresponding angles, vertical angles, and linear pairs?
A-B1. Can students solve for missing angle measures?
A-B2. Can students determine which lines are parallel given angle measures?
Two quizzes
Test
Chapter 8
(sections 1,2,3,5)
(11 days)
A. Congruent Triangles: sss, sas, asa, aas, hl
1. Do students see the relationships created by congruent triangles and how they are useful in the real world?
A1. Can the student identify congruent triangles and give the theorem that proves it?
A2. Can the student identify overlapping triangles?
Two quizzes
Test
Chapter 9
(sections 1,2,3,4)
(13 days)
A. Parallelograms
B. Trapezoids
C. Kites
1. Do students see the relationships created by quadrilaterals and how they are useful in the real world?
A-C1. Can the student identify given a figure the best name for the quadrilateral?
A-C2. Can the student find missing angle measures?
A-C3. Can the student find the length of a missing side?
A1. Can the student prove a figure is a parallelogram?
Two quizzes
Test
Chapter 10
(sections 1,2,3,4,5,6)
(15 days)
A. ratio, proportion, similar figures
B. proving triangles similar
C. similar right triangles
D. perimeter and area of similar figures
E. surface area and volume of similar solids
1. Do students see the relationship between geometry, algebra and the real world?
A1. Can the student solve for missing information using similar figures and proportions?
B1. Can the student prove that triangles are similar and provide a reason why?
C1. Can the student identify the three similar triangles in a right triangle?
D1. Can the student use the relationship between perimeter and area of similar figures to solve for missing information?
E1. Can the student use the relationship between surface area and volume of similar solids to solve for missing information?
Two quizzes
Test
Chapter 11
(sections 1,2,3)
(8 days)
A. Sine, Cosine, Tangent
B. Angles of Elevation and Depression
1. Do students see how trigonometry is used in the real world?
A-B1. Can the student find a missing side length or angle measure?
One Quiz
Test
Chapter 12
(sections 2,3,4,5,6)
(9 days)
A. tangents, chords
B. inscribed angles
C. angles formed by chords, secants, tangents, and segments
1. Does the student see the relationships between circles and lines?
A1. Can the student identify tangents and chords?
A2. Can the student use tangents and chords to solve for missing information?
B1. Can the student identify inscribed angles?
B2. Can the student use inscribed angles to find an angle measure?
C1. Can the student solve for angles formed by chords, secants, tangents, and segments?
(sections 2,3,4,5,7)
(14 days)
2. What is the relationship between the three undefined terms and all other vocabulary in geometry?
2. Apply segment addition and angle addition postulates
Test (sections: 2-5,7)
(sections 1.8,1,2,3,4)
(14 days)
B. Graphing a line in slope intercept form, write the equation of a line using slope intercept and point forms, parallel and perpendicular lines
C. Triangles: sum of interior angles, exterior angles, remote exterior angle theorem, classify (acute, right, obtuse, equiangular, equilateral, isosceles, scalene)
D. Polygons: names of common polygons, convex, concave, sum of interior angles, sum of exterior angles, regular
E. Special Quadrilaterals: parallelogram, rhombus, rectangle, square, kite, trapezoid, isosceles trapezoid, right trapezoid
B. Can the student identify parallel and perpendicular lines?
C. Can the student solve for a missing angle?
D. Can the student solve for a missing angle?
E1. Can the student identify parallel sides and congruent sides in a given quadrilateral?
E2. Can the student solve for missing angle measures?
E3. Can the student identify the name of a quadrilateral given certain criteria?
Test (sections: 1.8,1-4)
(sections 1,2,3,5)
(9 days)
B. Translations
C. Rotations (around the origin and other points)
B1. Can the student translate a figure given a translation rule?
C1. Can the student rotate a figure around the origin or other points?
A-C1. Can the student recognize symmetry in figures
Test
(sections 1,2,4,6,5.3,4.8)
(15 days)
B. Isosceles Triangles: legs, base, vertex angle, base angles, isosceles triangle theorem, perpendicular bisector of the vertex angle is perpendicular to the base, converse of the isosceles triangle theorem, relationship between equiangular and equilateral
C. Triangle Midsegments: midsegment, triangle midsegment theorem,
D. Triangle Inequalities: triangle inequality theorem, relationship between side lengths and angle measures
E. Pythagorean Theorem: Pythagorean theorem, acute and obtuse triangle inequalities
F. median, altitude, angle bisector, perpendicular bisector
B1. Can the student solve for missing angle measures?
C1. Can the student identify the length of a midsegment?
D1. Can the student tell if three sides form a triangle?
D2. Can the student name the angles in order from smallest to largest given side lengths?
D3. Can the student name the sides in order from smallest to largest given angle measures?
E1. Can the student find the missing side length of a right triangle?
E2. Can the student tell if the triangle is acute, right or obtuse given the side lengths?
F1. Can the student recognize or sketch a median, altitude, angle bisector, and perpendicular bisector?
Test
(sections 1,2,3,4,5,6)
(16 days)
B. Area: rectangles, parallelograms, triangles, trapezoids, regular polygons
C. special right triangles
D. circumference and arc length of a circle
E. area of circles, sectors, and segments of circles
B. Can the student find the area of a rectangle, parallelogram, triangle, trapezoid, and regular polygon?
C. Can the student find missing side lengths of a special right triangle?
D. Can the student find circumference and arc length of a circle?
E. Can the student find area of circles, sectors, and segments of circles?
Test
(sections 2,3,4,5,6,7)
(11 days)
B. Volume: prisms, cylinders, pyramids, cones, spheres
B. Can the student find the volume of a prism, cylinder, pyramid, cone, and sphere?
C. Can the student find the surface area and volume of a composite figure
Test
(sections 1,2)
(11 days)
B. Congruent and supplementary angles
A-B1. Can students solve for missing angle measures?
A-B2. Can students determine which lines are parallel given angle measures?
Test
(sections 1,2,3,5)
(11 days)
A2. Can the student identify overlapping triangles?
Test
(sections 1,2,3,4)
(13 days)
B. Trapezoids
C. Kites
A-C2. Can the student find missing angle measures?
A-C3. Can the student find the length of a missing side?
A1. Can the student prove a figure is a parallelogram?
Test
(sections 1,2,3,4,5,6)
(15 days)
B. proving triangles similar
C. similar right triangles
D. perimeter and area of similar figures
E. surface area and volume of similar solids
B1. Can the student prove that triangles are similar and provide a reason why?
C1. Can the student identify the three similar triangles in a right triangle?
D1. Can the student use the relationship between perimeter and area of similar figures to solve for missing information?
E1. Can the student use the relationship between surface area and volume of similar solids to solve for missing information?
Test
(sections 1,2,3)
(8 days)
B. Angles of Elevation and Depression
Test
(sections 2,3,4,5,6)
(9 days)
B. inscribed angles
C. angles formed by chords, secants, tangents, and segments
A2. Can the student use tangents and chords to solve for missing information?
B1. Can the student identify inscribed angles?
B2. Can the student use inscribed angles to find an angle measure?
C1. Can the student solve for angles formed by chords, secants, tangents, and segments?
Test